:Curriculum Organization
Developed By
Abdelmoneim Ahmad Hassan
Curriculum Organization
Remember
Curriculum elements are:
Aims, goals, objectives
Subject-matter content
Learning experiences
Assessment/evaluation
Prof. Abdelmoneim Ahmad Hassan
:Curriculum Organization
The term refers to the management of the
elements of a curriculum into a
substantive entity.
Curriculum organization is influenced by
the curriculum specialists psychological
and philosophical orientation.
Prof. Abdelmoneim Ahmad Hassan
Curriculum Organization
Curriculum
Organization
Horizontal
Organization
Scope
Integration
Vertical
Organization
Continuity
Prof. Abdelmoneim Ahmad Hassan
Sequence
Curriculum Organization
The the aspect of curriculum organization
that describe the correlation or integration
of content taught concurrently is termed
horizontal organization. The aspect of
curriculum organization that describes the
sequencing of content is termed vertical
organization.
Prof. Abdelmoneim Ahmad Hassan
Horizontal and vertical
organization
Horizontal organization
It is concerned with the concepts of
scope and integration. That is the sideby-side arrangement of curriculum
elements.
Prof. Abdelmoneim Ahmad Hassan
Horizontal Organization
Scope
Integration
Prof. Abdelmoneim Ahmad Hassan
Horizontal and vertical
organization
Vertical organization
It centers on the concepts of sequence
and continuity.
It is concerned with the longitudinal
placement of curriculum elements.
Prof. Abdelmoneim Ahmad Hassan
Vertical Organization
Sequence
Continuity
Prof. Abdelmoneim Ahmad Hassan
Organization Dimension
Considerations
Scope deals with breadth and depth of the
curriculum content.
Scope refers to all varieties and types of
educational experiences (cognitive, affective ,
psychomotor, and spiritual) that are to be
provided to the students through the school.
Sometimes the scope of the curriculum is
represented just simply as a listing of the key
topics and activities to be considered.
See example
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Organization Dimension
Considerations
Integration:
- It refers to the linking of all types of
knowledge and experiences contained
within the curriculum plan. It
emphasizes horizontal relations among
various content topics and themes
involving all domains of knowledge
recognized.
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Organization Dimension
Considerations
Some curriculum specialists say that
integration only occurs within the learner.
Other specialists say that the integration of
curriculum works to interrelate not only the
basic ideas within subjects, but to point to
the interrelationship with other subject
Ex: Whole language learning in elementary
school
Students in secondary school combine science
with social study.
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Organization Dimension
Considerations
Continuity:
It deals with the vertical manipulation or
repetition of curriculum components. Specialists
indicated that if, for example, reading skills is an
important objective, then it is necessary to see
that there is returning and continuing opportunity
for these skills to be practiced and developed.
This means that over time the same kind of skills
will be brought into continuing operation.
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Organization Dimension
Considerations
Sequence is related to continuity but goes
beyond it. It is possible for a major curriculum
element to recur again and again but merely at
the same level so that there no progressive
development of understanding or skill or attitude
or some other factors. Sequence as criterion
emphasizes the importance of having each
successive experience builds upon the
preceding one but to go more broadly and
deeply into the matter involved.
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Organization Dimension
Considerations
Sequence is not just repetition of a skill
or a concept but deepening of it, so that
each successive encounter builds on the
preceding one.
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Organization Dimension
Considerations
Sequence:
There are five major principles for organizing
curriculum units (or L.O.): (Posner & Rudnitsky,
1999)
1-World - related sequence
2-Concept - related sequence
3-Inquiry - related sequence
4-Learning - related sequence
5-Utilization - related sequence
See reading materials in your textbook
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Sequencing Principles
World
Related
Utilization
Related
Concept
Related
Sequencing
Principles
Learning
Related
Inquiry
Related
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World - related sequence-1
World Related
Space
Closest to Farthest
Bottom to Top
East to West
Time
Physical Attributes
Earliest to the Most Recent
.Size, Shap, Complexity,etc
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Concept - related sequence-2
Class
Relations
Propositional
Relations
Concept
Related
Sophistication
Logical
Prerequisites
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Inquiry - related sequence-3
Inquiry Related
Logic of
Inquiry
Empirics of
Inquiry
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Learning - related sequence-4
Empirical
Prerequisites
Familiarity
Internalization
Learning
Related
Difficulty
Development
Interest
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Utilization - related sequence-5
Utilization
Related
Procedures
Anticipated
Frequency
Of Use
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